Dijital okul dışı öğrenme ortamlarına dayalı etkinliklerin ilkokul 3. sınıf öğrencilerinin bilimsel yaratıcılıklarına etkisi
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Tarih
2023
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Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, dijital okul dışı öğrenme ortamlarına dayalı etkinliklerin 3. sınıf öğrencilerinin bilimsel yaratıcılıklarına etkisinin incelenmesi amaçlanmıştır. Araştırma 2021-2022 Eğitim-Öğretim yılında Ankara ili Ayaş ilçesinde bulunan bir ilkokulun 20 tane 3. Sınıf öğrencisi ile gerçekleşmiştir. Araştırma zayıf deneysel desene dayalı, nitel ve nicel veri toplama araçlarının kullanıldığı, karma yöntem desenlerinden açıklayıcı desen ile gerçekleştirilmiştir. Bu bilgiler doğrultusunda araştırmanın nicel yöntem boyutunda tek grup ön test-son test zayıf deneysel desen kullanılırken nitel yöntem boyutunda ise durum çalışması deseni kullanılmıştır. Nicel verileri toplamak için Hu ve Adey (2002) tarafından geliştirilen Deniş Çeliker ve Balım (2012) tarafından da Türkçeye uyarlanan geçerliği ve güvenirliği sağlanmış "Bilimsel Yaratıcılık Testi" kullanılmıştır. Nitel verileri toplamak amacıyla yarı yapılandırılmış görüşme tekniği, kullanılmıştır. Araştırma sonucunda nicel verilerin analizinden elde edilen bilgiler doğrultusunda öğrencilere ait bilimsel yaratıcılık son test puanlarının ön test puanlarından anlamlı bir şekilde farklılaştığı belirlenmiştir [t20=-8.415. p<0.05)]. Akıcılık ön test puanı (X) 2.51 iken son test puanı (X) 4.79 olmuştur. Esneklik ön test puanı (X) 1.95 ölçülmüşken son test puanında artış gözlenmiş ve (X) 3.39 olarak bulunmuştur. Orijinallik ön test ve son test verilerine bakıldığında ön test puanı (X) 2.80 bulunurken son test puanında artış gözlenmiş ve son test puanı 5.13 bulunmuştur. Toplam bilimsel yaratıcılık puanları incelendiğinde son test puanları lehine bir artış gözlenmiştir. Bu doğrultuda dijital okul dışı öğrenme ortamında yürütülen ders ve etkinlikler çalışma grubunda yer alan öğrencilerin bilimsel yaratıcılık becerilerine anlamlı ve olumlu yönde bir etki oluşturduğu saptanmıştır. Nitel verilerin analizinde görüşme sorularına verilen cevaplardan yola çıkılarak üç tema ortaya çıkmıştır. Bu temalar: "Bilime Olan Merak", "Bilimsel Yaratıcılık" ve "Okul dışı öğrenme" şeklinde oluşturulmuştur. Yapılan analiz sonucunda öğrencilerin dijital okul dışı öğrenme ortamında uygulanan derslere dair olumlu görüşe sahip oldukları ve söylenebilir. Anahtar Sözcükler: Okul Dışı Öğrenme, Dijital Okul Dışı Öğrenme, Yaratıcılık, Bilimsel Yaratıcılık Becerisi
In this research, it is aimed to examine the effects of activities based on digital out-of-school learning environments on the scientific creativity of 3rd grade students. The research was carried out with 20 3rd grade students of a primary school in Ayas, Ankara in the 2021-2022 academic year. The research was carried out with an explanatory design, one of the mixed method designs, based on a weak experimental design, using qualitative and quantitative data collection tools. In line with this information, a single-group pre-test-post-test weak experimental design was used in the quantitative method dimension of the research, while a case study design was used in the qualitative method dimension. The "Scientific Creativity Test", which was developed by Hu and Adey (2002) and adapted into Turkish by Deniş Çeliker and Balım (2012), was used to collect quantitative data. Semi-structured interview technique was used to collect qualitative data. As a result of the research, it was determined that the scientific creativity post-test scores of the students differed significantly from the pre-test scores in line with the information obtained from the analysis of the quantitative data [t20=-8.415. p<0.05)]. While the fluency pre-test score (X) was 2.51, the post-test score (X) was 4.79. While the flexibility pre-test score (X) was measured as 1.95, an increase was observed in the post-test score and (X) was found as 3.39. Looking at the originality pre-test and post-test data, the pre-test score (X) was 2.80, while the post-test score increased and the post-test score was 5.13. When the total scientific creativity scores were examined, an increase was observed in favor of the post-test scores. In this direction, it has been determined that the lessons and activities carried out in the digital out-of-school learning environment have a significant and positive effect on the scientific creativity skills of the students in the study group. In the analysis of qualitative data, three themes emerged based on the answers given to the interview questions. These themes were formed as "Curiosity for Science", "Scientific Creativity" and "Out-of-school learning". As a result of the analysis, it can be said that the students have a positive opinion about the lessons applied in the digital out-of-school learning environment. Keywords: Out-of-School Learning, Digital Out-of-School Learning, Creativity, Scientific Creativity Skill
In this research, it is aimed to examine the effects of activities based on digital out-of-school learning environments on the scientific creativity of 3rd grade students. The research was carried out with 20 3rd grade students of a primary school in Ayas, Ankara in the 2021-2022 academic year. The research was carried out with an explanatory design, one of the mixed method designs, based on a weak experimental design, using qualitative and quantitative data collection tools. In line with this information, a single-group pre-test-post-test weak experimental design was used in the quantitative method dimension of the research, while a case study design was used in the qualitative method dimension. The "Scientific Creativity Test", which was developed by Hu and Adey (2002) and adapted into Turkish by Deniş Çeliker and Balım (2012), was used to collect quantitative data. Semi-structured interview technique was used to collect qualitative data. As a result of the research, it was determined that the scientific creativity post-test scores of the students differed significantly from the pre-test scores in line with the information obtained from the analysis of the quantitative data [t20=-8.415. p<0.05)]. While the fluency pre-test score (X) was 2.51, the post-test score (X) was 4.79. While the flexibility pre-test score (X) was measured as 1.95, an increase was observed in the post-test score and (X) was found as 3.39. Looking at the originality pre-test and post-test data, the pre-test score (X) was 2.80, while the post-test score increased and the post-test score was 5.13. When the total scientific creativity scores were examined, an increase was observed in favor of the post-test scores. In this direction, it has been determined that the lessons and activities carried out in the digital out-of-school learning environment have a significant and positive effect on the scientific creativity skills of the students in the study group. In the analysis of qualitative data, three themes emerged based on the answers given to the interview questions. These themes were formed as "Curiosity for Science", "Scientific Creativity" and "Out-of-school learning". As a result of the analysis, it can be said that the students have a positive opinion about the lessons applied in the digital out-of-school learning environment. Keywords: Out-of-School Learning, Digital Out-of-School Learning, Creativity, Scientific Creativity Skill
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
